White Matter Brain Structure Predicts Language Performance and Learning Success

Individual differences in the ability to deal with language have long been discussed. The neural basis of these, however, is yet unknown. Here we investigated the relationship between long-range white matter connectivity of the brain, as revealed by diffusion tractography, and the ability to process syntactically complex sentences in the participants' native language as well as the improvement thereof by multi-day training. We identified specific network motifs that indeed related white matter tractography to individual language processing performance. First, for two such motifs, one in the left and one in the right hemisphere, their individual prevalence significantly predicted the individual language performance suggesting a predisposition for the individual ability to process syntactically complex sentences, which manifests itself in the white matter brain structure. Both motifs comprise a number of cortical regions, but seem to be dominated by areas known for the involvement in working memory rather than the classical language network itself. Second, we identified another left hemispheric network motif, whose change of prevalence over the training period significantly correlated with the individual change in performance, thus reflecting training induced white matter plasticity. This motif comprises diverse cortical areas including regions known for their involvement in language processing, working memory and motor functions. The present findings suggest that individual differences in language processing and learning can be explained, in part, by individual differences in the brain's white matter structure. Brain structure may be a crucial factor to be considered when discussing variations in human cognitive performance, more generally.

Correlating MRI-Based Brain Volumetry and Cognitive Assessment in Down Syndrome Patients

INTRODUCTIONDown syndrome (DS) is the most common genetic cause of intellectual disability. Children and adults with DS show deficits in various aspects of language performance and explicit memory. Here we use magnetic resonance imaging (MRI) on children and adults with DS to characterize changes in the volume of specific brain structures involved in memory and language and their relationship to features of cognitive-behavioral phenotypes.METHODSThirteen children and adults with the DS phenotype and 12 age- and gender-matched healthy controls were analyzed by MRI and underwent a psychological evaluation for language and cognitive abilities.RESULTSThe neuropsychological profile of DS patients showed deficits in different cognition and language domains in correlation with reduced volumes of specific regional and subregional brain structures. Intriguingly, our DS patients showed also a reduced parahippocampal gyrus volume, in contrast with the results found by other researchers.CONCLUSIONSThe memory functions and language skills affected in our DS patients correlate significantly with the reduced volume of specific brain regions, allowing us to understand DS's cognitive-behavioral phenotype. Our results provide an essential basis for early intervention and the design of rehabilitation management protocols.

Predicting Language Performance From Narrative Language Samples

Purpose: Analysis of narrative language samples is a recommended clinical practice in the assessment of children's language skills, but we know little about how results from such analyses relate to overall oral language ability across the early school years. We examined the relations between language sample metrics from a short narrative retell, collected in kindergarten, and an oral language factor in grades kindergarten through 3. Our specific questions were to determine the extent to which metrics from narrative language sample analysis are concurrently related to language in kindergarten and predict language through Grade 3. Method: Participants were a sample of 284 children who were administered a narrative retell task in kindergarten and a battery of vocabulary and grammar measures in kindergarten through Grade 3. Language samples were analyzed for number of different words, mean length of utterance, and a relatively new metric, percent grammatical utterances (PGUs). Structural equation models were used to estimate the concurrent and longitudinal relationships. Results: The narrative language sample metrics were consistently correlated with the individual vocabulary and grammar measures as well as the language factor in each grade, and also consistently and uniquely predicted the language factor in each grade. Standardized path estimates in the structural equation models ranged from 0.20 to 0.39. Conclusions: This study found narrative language sample metrics to be predictive, concurrently and longitudinally, of a latent factor of language from kindergarten through Grade 3. These results further validate the importance of collecting and analyzing narrative language samples, to include PGU along with more traditional metrics, and point to directions for future research. Supplemental Material https://doi.org/10.23641/asha.17700980

Language skills differences between adults without formal education and low formal education

Background The influence of education on cognition has been extensively researched, particularly in countries with high levels of illiteracy. However, the impact of low education in all cognitive functions appears to differ. Regarding to language, the effects of education on many linguistic tasks—supported by different processing—remain unclear. The primary objective of this study was to determine whether oral language task performance differs among individuals with no formal and low-educated subjects, as measured by the Brazilian Montreal-Toulouse Language Assessment Battery (MTL-BR). This is the only language battery available for use in Brazil, but lacks normative data for illiterate individuals. The secondary objective was to gather data for use as clinical parameters in assessing persons with aphasia (PWA) not exposed to a formal education. Methods A total of 30 healthy illiterate individuals aged 34–60 years were assessed. All participants underwent the MTL-BR Battery, excluding its written communication tasks. The data obtained in the present study were compared against results of a previous investigation of individuals with 1–4 years of education evaluated using the same MTL-BR instrument. Results Statistically significant differences in performance were found between non-formal education and the low-educated (2–4 years) groups on the tasks Auditory Comprehension, Repetition, Orthographic/Phonological Fluency, Number dictation, Reading of numbers and also on simple numerical calculations. Conclusion The study results showed that individuals with no formal education/illiterate had worse performance than low-education individuals on some of the language tasks of the MTL-Br Battery, suggesting that each year of education impacts cognitive-language performance. Also, data were obtained which can serve as a guide for PWA not exposed to a formal education.

Discursive Practices as Drivers of Academic Culture in Higher Education (Baikal School of BRICS Case Study)

Irkutsk National Research Technical University has recently launched a number of English-taught educational programmes with the paramount objective to transform the educational landscape of the university. Delivering the programmes in a foreign language gives the university significant competitive advantages in the higher education market, and also enhances the standards of education by attracting foreign experts, professors and students. The purpose of the study is to identify specific didactic tasks that will determine the design of English-taught educational programmes. Having analysed the experience based on language training of undergraduate and graduate students who study in multicultural groups and take English-taught courses, we conclude that the academic status of foreign languages within the programmes of Baikal School of BRICS differs from classical educational paradigms. The implemented lingua-didactic approach when delivering the disciplines focused on language performance is based on the principles of intercultural reflection, acceptance of linguistic and cultural diversity, generation of common meanings and values of education and academic cooperation within the studied subjects, and it contributes to the development of adequate educational technologies resulting in appropriate learning outcomes of students. The results of the study can be used to evaluate and develop similar educational products.

Is Old Age Just a Number in Language Skills? Language Performance and Its Relation to Age, Education, Gender, Cognitive Screening, and Dentition in Very Old Finnish Speakers

Purpose: This study reports on how very old (VO) Finnish people without dementia perform in the Western Aphasia Battery (WAB) and two verbal fluency tasks and which demographic factors predict the performance. Method: The study included fifty 80- to 100-year-old community-dwelling Finnish speakers with no dementing illnesses or speech-language disabilities, who completed the WAB and two verbal fluency tasks. Multifactorial statistical analyses with recursive partitioning were carried out to determine the significant predictors out of five predictor variables (age, gender, education, dentition, and Mini-Mental State Examination [MMSE]) for four response variables (WAB Aphasia Quotient [AQ], Language Quotient [LQ], semantic, and phonemic word fluencies). Results: Overall, individual variation was notable in VO speakers. All predictor variables were statistically significantly associated with one or more of the language skills. Age was the most significant predictor; the critical age of 85–86 years was associated with a decline in WAB-AQ and semantic fluency. Poor dentition and the MMSE score both predicted a decline in WAB-LQ and phonemic fluency. A high level of education was positively associated with the skills of the best-performing individuals in WAB-AQ, WAB-LQ, and semantic fluency. Conclusions: VO age is a significant factor contributing to language performance. However, a younger age, a good cognitive performance, intact teeth, and a higher educational level also seem to have a preservative power as regards language skills. Gender differences should be interpreted with caution. The results of this study provide culture- and language-specific normative data, which aids in differentiating typical aging from the signs of acute or degenerative neuropathology to ensure appropriate medical and therapeutic interventions.

Resting-State Electroencephalography Functional Connectivity Networks Relate to Pre- and Postoperative Language Functioning in Low-Grade Glioma and Meningioma Patients

Introduction: Preservation of language functioning in patients undergoing brain tumor surgery is essential because language impairments negatively impact the quality of life. Brain tumor patients have alterations in functional connectivity (FC), the extent to which brain areas functionally interact. We studied FC networks in relation to language functioning in glioma and meningioma patients.Method: Patients with a low-grade glioma (N = 15) or meningioma (N = 10) infiltrating into/pressing on the language-dominant hemisphere underwent extensive language testing before and 1 year after surgery. Resting-state EEG was registered preoperatively, postoperatively (glioma patients only), and once in healthy individuals. After analyzing FC in theta and alpha frequency bands, weighted networks and Minimum Spanning Trees were quantified by various network measures.Results: Pre-operative FC network characteristics did not differ between glioma patients and healthy individuals. However, hub presence and higher local and global FC are associated with poorer language functioning before surgery in glioma patients and predict worse language performance at 1 year after surgery. For meningioma patients, a greater small worldness was related to worse language performance and hub presence; better average clustering and global integration were predictive of worse outcome on language function 1 year after surgery. The average eccentricity, diameter and tree hierarchy seem to be the network metrics with the more pronounced relation to language performance.Discussion: In this exploratory study, we demonstrated that preoperative FC networks are informative for pre- and postoperative language functioning in glioma patients and to a lesser extent in meningioma patients.

Individual Service Excellence for Better Performance

An individual's attitude is imperative in sustaining his/her performance. One has to believe and do the right things all the times for excellence. However, there are many aspects that the individual needs to recognize and do excellently well. This paper presents an attitudinal measurement on service excellence attitudes and links it to the students’ MUET performance. The multi-item measurement scale was systematically developed and empirically tested for reliability and validity. The individual’s service excellence scale was called MyServEx (My Service Excellence) which consisted of 6 dimensions and 32 items. The MyServEx (Self) was empirically tested and the survey data were obtained from the MUET students to investigate the role of attitudes in leveraging the English language performance. The teachers can understand the students better and creatively help them. The limitations and future direction for research were also discussed

Relationships of language learning variables in the acquisition of third languages in a multilingual context

<p>This paper reinforces the importance of third language acquisition research in a multilingual context focusing on language experience, vocabulary learning strategies, emotional self-regulation strategies, and language anxiety. This study explored three languages: Chinese, Korean, and Vietnamese, to know if there are significant relationships between the above variables in third language acquisition. Three specific sets of survey questionnaires were distributed to various students enrolled in foreign language courses offered in a language department in a university. To focus on the relationships of language learning variables of a foreign language, correlational design was used to analyze the survey questionnaires' responses for each language course. Among students who were enrolled in Chinese, significant relationships were established between language anxiety and language experience, language anxiety, and emotional self-regulation strategies. Significant associations were found between emotional self-regulation strategies and language experience, emotional self-regulation strategies, and vocabulary strategies, and language performance and language experience for those students enrolled in the Korean language. In learning Vietnamese, significant relationships were found between language anxiety and vocabulary strategies, language performance, and language anxiety. Teachers may need to re-evaluate prepared teaching and learning materials, for example, material difficulty, to help students alleviate anxiety in learning.</p>